ABSTRACT

This article examines the Ontario secondary school curriculum’s inclusion of opportunities to teach about gender-based violence, drawing on analysis of the Social Sciences and Humanities, Canadian and World Issues, and Health and Physical Education curricula and seven teacher interviews. Analysis applies Feminist Critical Discourse Analysis to show that opportunities for teachers to address gender-based violence issues exist, but the use of discourses that emphasize critical engagement with gender-based violence concepts are limited to upper level optional courses. Given their prevalence in Canada, gender-based violence issues should be positioned in the curriculum as essential knowledge, and taught with recognition of the gendered, racialized, and colonial influences that shape both risk and response to gender-based violence.

摘要

本文通过对社会科学和人文学科、加拿大和世界问题以及健康和体育教育的分析，探讨了安大略省中学课程中包含的关于性别暴力的教学机会课程和七位教师访谈。分析应用女权主义批判话语分析来表明存在教师解决基于性别的暴力问题的机会，但强调对基于性别的暴力概念进行批判性参与的话语的使用仅限于高级选修课程。鉴于其在加拿大的普遍性，基于性别的暴力问题应在课程中定位为基本知识，并在教学时认识到塑造风险和对基于性别的暴力的反应的性别化、种族化和殖民影响。